Wisconsin Stories is a partnership of the Wisconsin Historical Society and Wisconsin Public Television.

Hello! Welcome to this edition of Wisconsin Stories. I'm Debbie Kmetz of the Wisconsin Historical Society. I'm Tracy Will of Wisconsin Public Television. We're on the grounds of the Watertown Historical Society. The building behind us housed the first kindergarten in the United States. The first classes were held in 1857 nine years after Wisconsin became a state. Kindergarten was the inspiration of Margarethe Myers Schurz who emigrated to the U.S. from Hamberg, Germany when she was 19. Kindergarten is a German word meaning a "garden where children grow." And that's a good description of what took place for the children here. This new teaching philosophy encouraged very young children to interact and learn by singing songs by playing games and engaging in other fun and educational activities. Over the next half-hour we'll tell you about other people whose special contributions in education help shape our state and had an impact around the country. So, stay tuned and learn about some of the dedicated people who have helped make Wisconsin a great place to get an education.

Funding for Wisconsin Stories is provided in part by an advised fund of the Community Foundation of Southern Wisconsin; the Estate and family of Lois Backus; the Halbert and Alice Kadish Foundation; and Philip J. and Elizabeth B. Hendrickson encouraging you to support history on Wisconsin Public Television and to visit Wisconsin's treasured historic sites.

Will: Among the education leaders from Wisconsin is Helen Parkhurst, one of the most creative and energetic educators of her time. What words would you use to describe Helen Parkhurst? A really gutsy woman! I mean, a real step up to the plate and do what has to be done.

Will: As an adult, Helen Parkhurst traveled the world promoting her ideas about education reform. Her formative years were spent in Durrand, Wisconsin a small town on the banks of the Chippewa river. When Helen was a young student in the late 1800s she was invited to the Pepin County Courthouse where teachers tried out their new techniques. She was a bright little child. So, at an early age, teachers who had teachers' institutes here recognized this and asked her if she would be a demonstration student. And so, they would teach teachers. I think this bright little kid probably figured-- She studied them while they were studying her. Will: At an early age, Helen found out that it's better to learn by positive reinforcement by praise instead of punishment. One time, she did some naughty thing in class and the teacher came and drew a circle on the chalkboard. And in front of the class made Helen go and put her nose up in that circle. And that was-- That was just terrible. And it really affected Helen.

Will: At the age of 17 Helen took her first teaching job at Black School, near Durrand where she experimented with a mentor system as a way to keep every child busy. After only one year, she moved on to River Falls to attend teacher's college then took a series of jobs where her ideas about education continued to evolve.

The turning point for Helen was a trip to Italy in 1914 where she attended a seminar about a new approach to education by Dr. Maria Montessori. The Montessori method focused on treating the child as an individual. Freedom of movement and attention to environment were important differences in this new approach to education. Helen made such a positive impression on Dr. Montessori that soon after the seminar Helen was appointed supervisor of all Montessori teaching in the United States. Building on the Montessori model Helen developed an education reform called the Dalton Plan. The Dalton Plan worked so well, that in 1919 she opened her own school in New York. Here, she put her ideas into practice ideas based on a child's love of play and natural curiosity. Pinkowski: So, the kids had that natural curiosity. You've got to build on that curiosity. So that's one of the things in the back of her mind that she was thinking of. We want to keep that curiosity going. Will: The Dalton Plan used what was called the "laboratory method" where children were encouraged to learn at their own level. Pinkowski: She wanted each child to be responsible. If this is what you're interested in I'm going to help you. But then, you'll be responsible for doing your task What's interesting is those are pretty common views now. What was education like back then? Why did she have to make those sorts of changes? "By God! You learn this or you're out the door!" You know, there was a lot of rote learning and the discipline was quite harsh. Will: In 1942, Helen's passion to teach took her in a new direction-- radio and television. Her program, called "A Child's World" was broadcast nationwide and reminded adults what it was like to be young. Helen: When you do what you want to do do you do it as well? Boy: You do it even better... Now, why is that? Because you put all your mind to it you put your will power to it that you feel you gotta make it better. Will: "A Child's World" got feature coverage in Life Magazine when it hit the airwaves along with glowing reviews in the press including this one from radio personality, Walter Winchell.

Helen Parkhurst died in 1973 at the age of 86 after a lifetime of serving children. There's no small irony in the fact that she's better-known abroad than here at home. Countries like England, Australia, China, Japan and Russia adopted the Dalton Plan. And among other dignitaries, the Emperor of Japan and the Queen of the Netherlands presented her with honors. Helen Parkhurst was a true innovator and an ambassador of education from Wisconsin.

( school bell ringing )

We lived, probably about a little more than a mile from school. And you knew, you know, when you heard the first bell you had maybe, you know, I think it was about ten minutes to get to school.

Our teacher had us bring leftovers in little glass jars. She brought a hot plate. We'd set our glasses in the water and we'd have hot lunches.

Dorothy Krause: I remember one year, this is in the '50s that it was 54 below at the school. And the rooms were heated by oil burners. It was so cold that the oil turned to jelly that morning so we didn't have any heat. So, that day, we had to close school.

Kmetz: One-room schools are remembered fondly by many former students. These small country schools played a big role in the education history of Wisconsin. Even back when Wisconsin was a new state it was a national leader in providing free education, building a provision into the Constitution for free, universal education supported by a state school fund and local taxes. Modern schools offer many advantages but some feel we lost something when school buildings expanded. What do you think are some of the real strengths of country schools and one-room schools? Well, definitely some of the things that I have been talking about where the children helped listen to the other classes and learned in that way either above or below their ability. Kmetz: Dorothy Krause spent her first 24 years as a teacher in country schools. In these small schools, everyone shared the same room. And when it was time for a lesson each grade was called to the front. Now, this bench here, who's this for? You are coming up to class now. And I'll say, "Stand, pass and sit." Stand? That's from your seat. Oh, and then pass is come up. And then sit. And sit, okay. Kmetz: And this would be grades one and two? Krause: Grades one and two would do that. Then they would leave? Back to their seats to do this assignment. And you'd have either third and fourth or fifth and sixth come up to the-- We call this the "recitation" bench. And this is where they recite. Kmetz: In the early years of statehood not many students continued on to high school. In fact, many teachers entered the classroom fresh from eighth grade. And since women were forced to quit when they got married teachers averaged only about two years on the job. Over time, teaching standards and marriage rules improved. Today, many people remember their country school teachers with great affection. Carol: I know I was sick for several months. And my teacher, besides teaching all these in school all day would come to my house and tutor me in the evenings, too and correct papers and things like that, besides. So, I think they went that extra mile. Kmetz: Teachers in country schools couldn't specialize in every topic especially music and art. Starting in the '20s Wisconsin took another step forward in education as the University pioneered a new way to reach rural schools-- the radio.

The Wisconsin School of the Air presents "Journey's in Musicland" with Professor E.B. Gordon. E.B. Gordon: Good afternoon boys and girls... Kmetz: So, the teacher would have a radio and turn the radio on and then you'd listen to the lesson. Like for instance in art, "Let's Draw" they would tell a story or say what they wanted you to draw. And so, you'd listen very intently. And so, you'd have this picture in your mind. And then, when it was over then you had your time to draw your picture. Kmetz: Country schools often saw brothers and sisters in the same classroom. And depending on how you looked at it that could be good or bad. They could usually pick us kids out because, you know, with our clothes. Dad would buy the material on sale someplace in town and mother made us all shirts alike. And so, we usually all looked alike. Kmetz: So, you matched? Yeah. Kmetz: Perhaps the best thing about country schools was the sense of community that surrounded them. Farm families gathered at school for holidays, town meetings and summer picnics. And because parents and teachers knew each other well they were unified when it came to discipline. If a little child did something wrong his big brother or sister probably went home and told. Or, if the big brother or sister did something wrong the little person went home and told. And the parents were right there to back you up.

Kmetz: In 1930, there were 6,345 one-room school districts in Wisconsin. By 1970, only one remained. Most were closed due to consolidation which affected everybody, from rural neighborhoods that lost the heart of their community to students faced with long bus rides twice a day. Today, some country school buildings have been converted to private homes. Others serve as museums. A Fitchburg family bought and restored an old school because they didn't want to see it torn down. Some of my way-back ancestors taught school here. My sons thought it would be a nice gesture to restore it. There aren't so many of these around anymore, you know. It gets a lot of attention, anyway. You know, hardly a week goes by and you see somebody parked up here. And the Oregon grade school had class here for about a week two or three years ago. Would you call restoring this a hobby? What would you call this? Some call it a labor of love. 
( laughs )

Kmetz: In addition to building strong memories country schools built a strong foundation for the education system we have in Wisconsin today.

Will: One of the cornerstones of our education system is academic freedom. And a UW Professor named Richard T. Ely helped put it in place. Ely taught economics at the University of Wisconsin around the turn of the 20th century. And by the age of 40, had a national reputation as an author of books on economics and important issues of the day including socialism and labor unrest. Books with titles like French and German Socialism the Labor Movement in America and the textbook used in his seminars, Outline of Economics. In the summer of 1894, Ely was accused by the State Superintendent of Public Instruction Oliver Wells, of a list of misdeeds. Wells published a letter in a national magazine called The Nation under the headline, "The College Anarchist." Among the charges was that Ely...

At the time, this was a very serious charge. What was taking place in the United States at that time that made this such a big issue? Well, it was a time of substantial economic and social unrest.

Starting in the mid-1880s with what's known as the Haymarket Massacre in which a strike related to the eight-hour day resulted in a bomb being thrown and seven Chicago police officers dying. Within a month of the Ely trial was the Pullman strike in Chicago another violent confrontation another incidence where federal troops are called to quell a situation of labor unrest. So, we have in the country a climate where on the part of significant parts of society there's a fear. There's a fear that a radical element is trying to take over.

Will: The core of his concern was that Ely was leading impressionable students down the road to lawlessness and anarchy. Miller: Well, Ely was a pioneer in developing what we now think of as Social Sciences. He felt that by studying the social and economic problems that were resulting in these violent conflicts he could effect, or he could help government effect some solution to them. He was willing to study and look at the viewpoint of trade Unionists, Socialists or more radical elements of working class movements to understand their viewpoints as a way of looking at solutions to the bigger problem. And this was a fairly new thing. His opponents, and Oliver Wells among them I think made the mistake of assuming that a willingness to try to understand those viewpoints was the same as out-and-out support for all aspects of those movements. And it wasn't. He considered himself a scientist. And he wanted to study these issues as a way of looking at a solution. Will: Because the charge against Ely made national news the president of the Board of Regents declared...

The committee held a hearing in the old law school. The press called it a trial. It lasted three days. And while the first day was closed to the public on the second day, the room was packed with over 200 people. In the end, Ely successfully defended himself against the charges. The Board of Regents took it one step further ruling in favor of academic freedom campus wide.

The bigger victory for the University is the principle. The principle that faculty have the independence to teach what they think is important. Will: Over time, the impact of the Regent's ruling in favor of academic freedom has been felt nationwide. A portion of their decision is quoted on a plaque and still displayed on Bascom Hall on the UW-Madison campus. It reads: "Whatever may be the limitations "which trammel inquiry elsewhere "we believe that the great state University of Wisconsin "should ever encourage that continual "and fearless sifting and winnowing by which alone the truth can be found." The principle of academic freedom has been tested many times since the turn of the century. But thanks to the precedent set by Professor Richard T. Ely this cornerstone of our education system has been firmly set in place.

( indistinct talking )
 Yes, right there! 
( laughs )
 That's me! Kmetz: The reunion of the alumni of St. Benedict the Moor in 2001 was something special. The Milwaukee County Historical Society dedicated an entire exhibit to the much-respected and loved school and African-American Catholic Ministry. Oh, this is really something... St. Benedict's alumni have been getting together on a regular basis for a long time. Many of the local chapters across the country meet every month. And every other year, they all gather in Milwaukee. Dolores Foster Williams: Then, once a year in April usually as close to April 4, as possible we have what we call a prayer day. And we celebrate mass at St. Ben's. And we pray for all of our members, living and deceased. Kmetz: The time they spent at St. Benedict's created bonds that many years later, still make alumni feel like family. You know, this is a bond that when you're sleeping with someone and they get a letter from home and they're crying, and all. You know, you're with 'em. We were with each other more, really, than with our parents.

Kmetz: The parish of St. Benedict the Moor has a long history. Around the turn of the century Milwaukee began to draw increasing numbers of African Americans north for jobs. And along with the work force came a spiritual leader named Captain Lincoln Valet. In 1908, Captain Valet founded a Catholic ministry seeking to convert his Protestant brethren from the south. A few years later, Father Steven Eckert a Capuchin Priest, joined the effort. And along with the school Sisters of Notre Dame opened a small day school in the Sisters' home. The boarding school was born in 1913 when Father Eckert took in three orphaned brothers. Father Avella: That boarding school concept caught on. That became, for Father Eckert really, one of the best ways he felt was possible to work with African American children to kind of bring them and give them what we might call today a holistic experience of education. Both the Capuchins and the Notre Dame Sisters were interested in providing a good quality education but also, proselytizing-- inviting these young people and their parents to become Roman Catholics.

Kmetz: A unique practice at St. Benedict's was called a "Storm Novena." The students said prayers with their arms lifted toward heaven. Father Avella: They had published little pamphlets. And as part of a fund-raising the Capuchins and the Racine Dominicans would send out notes: "If you send us a donation we'll have the students do a Storm Novena for you." And it was it was quite a remarkable spiritual experience.

The thing that impressed me the most was the breadth of knowledge to which the Sisters and the Capuchins exposed their young students.

Kmetz: Did you feel you were getting a well-rounded education? Foster Williams: I felt so. And I appreciated it more after I left. I don't think-- None of us that went to St. Benedict's-- I don't think we ever were under any impression that we couldn't learn. The best was expected of us. They did not expect any less. And they did not give us any breaks. They were strict. Yes, very strict. Poole: You learned discipline, but they weren't unfair. You'd get punishment you'd have to print 500 times, "I Will not talk in line." It helped your handwriting! 
( laughs )

We had to wear uniforms. And it was supposed to be at the bend of your knee. And if you sat home and decided you wanted your dress a little shorter and you shortened it-- When you got to school, Sister cut out some brown paper and straight-pinned it till it was at the bend of your knee. And you went to class all day with that paper. Well, you can know the next day you had your uniform back down where it belonged.

Kmetz: In the mid-'20s, St. Benedict's moved into the old Marquette Academy building. Dolores Foster Williams graduated from this school in 1947. Foster Williams: Everything was regimented. You would get up at about 5:45 to 6:00 in the morning. Kmetz: Every day? Every day. Then, you go to church for morning prayer. Then, we would go and have breakfast. Then, we would come back to the dormitories and make our beds, and so forth. And by that time, it was time to go to school.

Kmetz: The dawn-to-dusk routine was punctuated with some unusual additions to the curriculum. Unusual because they began as early as 1920 and included classes in African American literature along with lectures by an array of visiting black scholars and artists. Father Avella: All of this was in place here at St. Benedict's in the '20s, in the '30s, in the '40s thanks largely to the wisdom of the Racine Dominicans and the Capuchins who worked to instill a sense of pride and dignity and caring and compassion in their students.

Kmetz: But it was the entertainers who were perhaps the most enjoyable. Foster Williams: I can remember Cab Calloway coming. They opened the theater that morning and we saw the stage show. And so, some of Cab Calloway's routines were quite risqué. And I can remember Sister Theresa saying "Turn around and don't look at it." We just couldn't turn around and not look at it, you know.

Kmetz: During the first half of the 1900s St. Benedict the Moor parish provided a spiritual center for black Catholics in downtown Milwaukee. But as the neighborhood changed many residents moved away. And over time, other Catholic Churches in town accepted African Americans. The school stopped taking boarders in 1954. And the high school was phased out in 1964. And finally, the elementary school closed in 1967 because it was in the path of a new freeway. But even though St. Benedict's school no longer stands it lives on in the lives and accomplishments of its alumni. What do you think is the most important thing you learned at St. Benedict's? I think that the most important thing I learned was to get along with people. The people who went here loved this place. They loved the people who taught them who spent the time with them. This is so nice. Look at that, oh! Does it bring back good memories? Yeah, this is my homecoming sweetheart.

Foster Williams: I think that those-- That type of exposure I got really prepared me for life.

As a post-script to our last story St. Benedict the Moor Boarding School attracted students from all over the country including former Mayor of Chicago, Harold Washington actor Redd Foxx, and musician Lionel Hampton. Wisconsin schools and educators have had a lasting impact on all of our lives from the small one-room country school to the precedent of academic freedom set on the University campus. We hope you've enjoyed visiting the places and meeting some of the people who've made their mark on education in Wisconsin and across the country. We hope you'll join us again next time for another fascinating look at our past on Wisconsin Stories.

[Captioning services provided by Wisconsin Public Television.] www.wpt.org

Funding for Wisconsin Stories is provided in part by an advised fund of the Community Foundation of Southern Wisconsin; the Estate and family of Lois Backus; the Halbert and Alice Kadish Foundation; and Philip J. and Elizabeth B. Hendrickson encouraging you to support history on Wisconsin Public Television and to visit Wisconsin's treasured historic sites.